študija primera
Katarina Lenič (Author), Marija Kavkler (Mentor), Janez Vogrinc (Co-mentor)

Abstract

Neverbalne specifične učne težave (NSUT) spadajo v tisti del učnih težav, ki so v slovenskem prostoru še dokaj neznane. Gre za nevrološki sindrom, sestavljen iz skupka primanjkljajev na motoričnem, organizacijskem, emocionalnem in socialnem področju, ki vplivajo na izobraževalno, in tudi na ostala področja učenčevega življenja. Kljub povprečnim ali v nekaterih primerih celo nadpovprečnim kognitivnim sposobnostim so učenci z NSUT pogosto neuspešni pri opravljanju nalog, ki zahtevajo načrtovanje in organiziranje, ter pri hitrem prilagajanju spremembam v času in prostoru. V magistrski nalogi z naslovom Obravnava učenke z neverbalnimi specifičnimi učnimi težavami – študija primera sem v teoretičnem delu predstavila skupino učencev z učnimi težavami ter podala različne strategije za pomoč tem učencem. Opisala sem zakonsko opredeljene oblike učne pomoči ter določene prilagoditve za to skupino otrok. Poudarila sem tudi vlogo učitelja in vlogo staršev pri pomoči učencem. Ker je odkrivanje NSUT velik problem, sem v magistrskem delu večji poudarek namenila zgodnjemu prepoznavanju in primerjavi NSUT s podobnimi težavami. Takšni otroci so izrazito verbalno usmerjeni in zelo mladi »govorijo kot odrasli«, zato jih imajo starši in vzgojitelji pogosto za nadarjene, ne opazijo pa težav, ki opozarjajo na prisotnost NSUT. Predstavila sem načine, kako primanjkljaje na motoričnem, vizualno-prostorsko-organizacijskem in socialnem področju omiliti ter kako okrepiti njihova močna področja. Nadaljevala sem s predlogom prilagoditev, ki so učencem v pomoč med poukom in v prostem času. V empiričnem delu sem predstavila študijo primera deklice Ane, ki kaže izrazite simptome NSUT. Kot socialna pedagoginja sem si kot glavni cilj postavila izboljšanje socialne vključenosti učenke. Ana pa je imela primanjkljaje tudi na nekaterih drugih področjih (prostorska in časovna organizacija, motorika). Razvijanje teh spretnosti, s katerimi se najpogosteje srečujejo specialni in rehabilitacijski pedagogi, pa je pozitivno vplivalo tudi na socialno integracijo učenke. Podatke sem pridobila s pomočjo opazovanja z udeležbo, različnimi merskimi instrumenti in analizo doseženih ciljev. Rezultati so potrdili, da je z udeležbo v strukturiranem programu pomoči, z doslednim in vztrajnim delom ter s prilagoditvami, strategijami in uporabo didaktičnega materiala mogoče doseči uspeh na različnih področjih. Pozitivne spremembe so najbolj opazne predvsem na področju organizacije, izboljšala se je njena prostorska orientacija, učenka je bolje časovno organizirana, velik napredek pa je viden tudi v učenkini socialni vključenosti. Posebno pozornost pa sem namenila tudi iskanju in razvijanju njenih močnih področij, saj učenka spada v skupino dvojno izjemnih otrok. Na koncu sem še predlagala področja, ki jih je po mojem mnenju potrebno še bolj intenzivno razvijati v prihodnosti. V študiji se je izkazalo, da je učence z NSUT potrebno obravnavati celostno, saj le s timskim sodelovanjem lahko uresničimo vse njihove potenciale in dosegamo uspehe.

Keywords

trening;močna področja;prilagoditve;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Lenič]
UDC: 376(043.2)
COBISS: 10585417 Link will open in a new window
Views: 1370
Downloads: 148
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Other data

Secondary language: English
Secondary title: Treatment of a student with nonverbal learning disorder – a case study
Secondary abstract: Nonverbal learning disorder (NLD) is a specific learning difficulty that is still relatively unknown in Slovenia. It is a neurological syndrome consisting of a set of deficits in the motor, organizational, emotional and social fields that have an impact on schoolwork and on other areas of pupils' lives. Despite average or in some cases even above-average cognitive abilities, pupils with NLD are often unsuccessful in carrying out tasks that require planning, organizing and quickly adapting to changes in time and space. The thesis is a case study of a student with nonverbal learning disorder. In the theoretical part I presented a group of pupils with learning difficulties and suggested various strategies to help them. I described the legally defined forms of learning assistance and certain adjustments for this group of children. I emphasized the role of the teacher and the role of parents in helping these students. Since the detection of NLD is still a big problem, I put greater emphasis on the early detection and comparison of NLD with similar problems. Such children are extremely verbally oriented and "talk like adults" at a very young age. Their parents and educators often think they are talented and fail to notice the presence of NLD. I presented different ways how to reduce deficits in motor, visual, spatial, organizational and social areas and how to reinforce their strengths. I proceeded with the proposal of adjustments that help the students in class and in their spare time. In the empirical part I presented a case study of a girl Ana, who is showing significant symptoms of NLD. As a social pedagogue myself, my main objective was to improve her social inclusion. Ana has also had deficits in some other areas (spatial and temporal organization, motor deficits). Developing these skills, which are most frequently encountered by special and rehabilitation pedagogues, also positively contributed to Ana´s social inclusion. Data were gained mostly by observation with participation, various measuring instruments and analysis of the achieved objectives. Results pointed out that by participating in a structured assistance program, with consistent and persistent work, adjustments, strategies and the use of didactic material success in various fields can be achieved. Positive changes are most noticeable particularly in the area of organization – she improved her spatial orientation and is better at her temporal organization; impressive progress in her social inclusion is also visible. Special attention was dedicated to exploring and developing Ana´s strengths since she belongs to a group of dual exceptional children. In the end I suggested the areas that, in my opinion, still need a more intense development in the future. The study has shown that children with NLD need a holistic treatment, since only intense team work can realize their potential.
Secondary keywords: primary education;learning difficulty;osnovnošolski pouk;učne težave;
File type: application/pdf
Type (COBISS): Master's thesis
Thesis comment: Univ. Ljubljana, Pedagoška fak.
Pages: 251 str.
ID: 8758339